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Blooms Question Stems 
Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Using the Bloom Model to design a novel study assessment for Stage 3 students

Level
Attributes
Keywords
Question stems
 1. Knowledge
Exhibits previously learned material by recalling facts, terms, basic concepts and answers
 

Products 
lists
definitions
outlines
factual questions
who, what, why, where, how, choose, show, match, recall select, list, find, state, name
 * What is ------?

* When did -----?

* How would you explain----?

* Why did -----?

* How would you describe ---?

* Who were the main ----?

* Can you list three-----?

* When did ----- happen ?
 2.Comprehension
Demonstrates an understandiing of facts and ideas by organising, comparing, translating, interpreting,giving descriptions and stating main ideas
 
 

Products 
diagram
drawing
essay
mural
oral report
compare, contrast, demonstrate, interpret, explain, illustrate, infer, outline, rephrase, summarise, classify, show, describe, estimate



 
 
 
 
 
 

 * How would you contrast ------?

* How could you interpet ----- in your own words?

* What facts or ideas show-----?

* What is meant by------ ?

* Which is the best answer----?

* How would you summarise----?
3. Application
Solving problems by applying acquired knowledge, facts, techniques or rules in a different way
 
 

Products 
diary
diagram
diorama
illustration
map
model
puzzle 
apply, choose, construct, plan, solve, identify, demonstrate, check, provide examples, plan
 * What examples can you find to demonstrate---?

* What would you choose to change-----?

* What facts could you select to demonstrate----?

* What would have been the result if----?

* What questions could you ask-----?
4. Analysis
Examining and breakiing information into parts by identifying motives or causes; making inferences and finding evidence to support generalisations
 
 
 
 
 

Products
chart
graph
questionnaire
survey
classifications
analyse, categorise, classify, contrast, examine, distinguish, simplify, conclusion, theme, relationship, motive, function, assumption, discriminate, describe how



 
 
 
 
 
 
 
 
 
 

 * How is -----related to ----?

* Why do you think-----?

* What is the theme---?

* What conclusions can you draw-----?

* How would you classify ----?

* Can you identify -----?

* What is the relationship between -----?

* How would you distinguish between----?

* What ideas justify------?
5. Synthesis
 Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions
 
 


Products
invention
news article
original game
play/skit
poem
rewrite as another text type

 combine, change, compile,construct, predict, propose, solve, discus, modify, adapt, improve, elaborate, estimate, plan, produce, suggest, 
 
 
 
 

 

 * Can you think of an original way to ----?

* What facts can you compile------?

* Could you predict the outcome if -----?

* What way would you design----?

*How could the plot be modified ?

* How would you improve----?
6. Evaluation
 Presenting and defending opinions by making judgements about information, validity of decisions or quality of work based on an established set of  criteria.
 
 



Products
critique
portfolio
review
rubric
conclusion

 estimate, influence, discuss, perceive, choose, conclude, criticize, defend, dispute, evaluate, measure, rate, interpret, explain, prioritize, support, opinion, criteria, importance, disprove, assess, deduct
 
 

 

 * What is your opinion------?

*Why did the character choose to ------?

* How could you determine if ------?

* What choice would you have made----?

* What information can you use to support the view that----

* Why was it better that----?

* How would you compare the characters----?
 

Blooms Wheel
http://www.stedwards.edu/cte/resources/bwheel.htm
                       A Task Oriented Question Construction Wheel Based on Bloom's Taxonomy

Stage 3 /4 Assessment  - Using a novel which has been studied in class:
adapted from:  Gross, M. 2003, Gifted Students in Primary Schools, GERRIC, UNSW, Australia
Design a board game to be sold with the book which highlights the major events of the plot (Comprehension and Application)
Compare the book to another written by the same author.  What are the similarities and differences? 
(Analysis)
Explain how you would make the book into a movie.  Who would play the main characters, where would you film it etc.
(Synthesis)
Imagine you are one of the characters of the novel.  What suggestions would you make to the author for improving/changing your part in the story?
(Evaluation)
Copyright © 1996 
Critical Thinking Across the Curriculum Project 
Longview Community College , Lee's Summit, Missouri - U.S.A. 
One of the Metropolitan Community Colleges An Equal Opportunity/Affirmative Action Employer 
Permission to reproduce these resource pages is granted for non-profit educational use provided the above information is retained on all copies. 
http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm